9–10 Informational Text
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11–12 Informational Text
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
9–10 History/Social Studies
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of information.
11–12 History/Social Studies
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
9–10 Science/Technical Subjects
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
11–12 Science/Technical Subjects
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Source: Copyright © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Common Core Reading Standard 1: What the Student Does
9–10 Literature
Gist: Literal comprehension accompanied by evidence from the text. Say what happens in the story or what the poem says based on evidence from the text, without making personal connections or commentary.
What happens in this story, play, or poem?
Which specific details are most important to mention?
What is the setting (time, place, atmosphere)?
Who is involved? What do they say, do, think, and feel?
How specific and detailed is the evidence drawn from the text?
11–12 Literature
Gist: Literal comprehension supported with evidence. Report the events of the story or what the poem says based on details from the text, without explaining what the text means or why it is important; note those places where the text is ambiguous or unclear.
What happens in this story, play, or poem?
Which specific details are most important to cite?
What is the setting (time, place, atmosphere)?
Who is involved? What do they say, do, think, and feel?
Which parts of the text are ambiguous or vague?
9–10 Informational Text
Gist: Literal comprehension accompanied by evidence from the text. Say what happens in the text or what it says based on evidence from the text, without making personal connections or commentary.
What is the subject—and what does it say about that?
Which specific details are most important to mention?
What is the setting (time, place, atmosphere)?
Who is involved? What do they say, do, think, and feel?
How specific and detailed is the evidence drawn from the text?
11–12 Informational Text
Gist: Literal comprehension supported with evidence. Report the events of the story or what the poem says based on details from the text, without explaining what the text means or why it is important; note those places where the text is ambiguous or unclear.
What is the subject—and what does it say about that?
Which specific details are most important to cite?
What is the setting (time, place, atmosphere)?
Who is involved? What do they say, do, think, and feel?
Which parts of the text are ambiguous or vague?
9–10 History/Social Studies
Gist: Literal comprehension supported with evidence. Say what the primary source says about its subject and what secondary sources say about that same subject and/or the primary source, using evidence from the texts to support your statements.
What type of text is this: primary or secondary?
What are the subject and the source of information of the text?
What does the text say or suggest about this subject?
Who is the author or speaker of the text?
How specific, detailed, and accurate is my textual evidence?
11–12 History/Social Studies
Gist: Literal comprehension supported with evidence. Report in precise detail what the primary source and secondary sources say about their subject (or the texts the secondary sources may discuss), using evidence from these texts to support your assertions. Include in your retelling of the text any insights about the text and how these contribute to your understanding of these texts when considered together.
What type of text is this: primary or secondary?
What are the subject and the source of information of the text?
What does the text say or suggest about this subject?
How specific, detailed, and accurate is my textual evidence?
How do my revelations about the text and its contents add to my understanding of the text
